Browsing by Subject "public schools"

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    “Examining the role of trust in collaborative efforts in the management of learner substance abuse issues in schools: perspectives of parents, teachers, and school principals in Cape Town”
    (2025) Manqoyi-Ouamba, Amanda; Kubeka, Alvina; Kubeka, Khosi
    Background: Substance abuse is a growing issue among learners in South Africa. It has been found that one in three learners between the ages of 13 and 18 have either used or experimented with substances. Consequently, learners who engage in substance abuse at school often display disruptive behaviour in the classroom, which hindersteaching and learning. As a result, schools have become increasingly difficult to manage. To fight this growing problem in our schools, the Department of Basic Education has implemented the following strategies: random drug tests, drug searches, and the educational component under life orientation in high schools and life skills in primary schools (Department of Basic Education, 2011a, 2011b; Department of Education, 2007). The Policy Framework for the Management of Drug Use, Misuse, and Abuse in Public Schools acknowledges that parents play an important role in the recovery programme of the learner (Department of Education, 2002). The policy encourages schools to publicise information and educational sessions on substance use, misuse, and abuse with parents (Department of Education, 2002). What is not mentioned is how parents are expected to be involved in these initiatives. Given this concern, the goal of this study was twofold: firstly, to understand how collaboration between parents, teachers, and school principals unfolds; the behaviours of these various stakeholders; and the different elements that affect these cooperative partnerships in schools. Lastly, to examine collaboration in schools by focusing on the role of trust in managing learner substance abuse. To frame this investigation, Blau's (1986) Social Exchange Theory and the Collective Trust Theory developed by Forsyth, Adams and Hoy (2011) were employed. Blau's work was essential for understanding how behaviours, roles, expectations, and relationship dynamics are negotiated among school principals, teachers, and parents. Meanwhile, the work of Forsyth, Adams and Hoy provided a deeper exploration of shared perceptions and feelings regarding the trustworthiness of individuals or groups, within the norms and cultural contexts of schools where these working relationships are established. Methods: Two methodological approaches were used in this study. The first method was a qualitative systematic review of 13 articles from various scholarly databases. A PICo search framework guided the search process, and a PRISMA flow diagram was utilised to track and screen the articles. The qualitative synthesis provided a foundational insight and exploration of collaboration in school by zooming in on how these relationships unfold, the behaviours of these various stakeholders, and the different elements that affect these working relationships. The second method was an exploratory qualitative research design. In this design, 19 respondents were purposefully selected from five quintile 5 schools in Cape Town. Data was collected through in-depth interviews and focus group discussions with parents, teachers, and school principals. Using these two methods helped the researcher to determine consistencies in the behaviour of these stakeholders and to identify the unique factors brought about by managing learner substance abuse. Over and above, the researcher got a richer and more holistic understanding of collaboration between parents, teachers, and school principals in schools. Findings: Trust in schools is a complex and challenging process. While this study has demonstrated the significance of trust in relationship building, the evidence indicates that collaboration among school staff, including teacher-to-teacher relationships and teacher-to school principal relationships does not necessarily depend on trust. Trust and collaboration within the school context are influenced by several factors, including role interdependency, power dynamics, one's position, events, and context. In terms of managing learner substance abuse, teachers and school principals are doing their best to identify learners suspected of abusing substances and notify the parents. However, parental involvement poses a major obstacle as many parents are hard to reach or non-responsive. The government and the Department's lack of support also undermines the efforts made by the schools to manage learner substance abuse. For the learners that manage to get diverted to the rehabilitation and treatment services, many of their services are fee-based and many parents cannot afford the fees charged by these rehabilitation and treatment centres. As a result, many of these learners remain in the system and continue to disrupt the learning and teaching environment. The school staff feel helpless and believe they are being set up to fail. Both parents and school staff feel let down by the lack of support from the Department and the government. Recommendations: Given the lack of parental involvement in schools, particularly when it comes to addressing learner substance abuse issues, one proposed solution is to diversify outreach strategies. Currently, efforts made by school staff are ineffective because identified learners do not receive immediate assistance that could greatly aid in their rehabilitation if caught early. Appointing professional therapists on school premises would reduce the burden and pressure on school staff, allowing them to focus on the educational needs of the learners. While learners are identified, there are challenges in referring them to rehabilitation and treatment centres as parents are expected to cover the costs. However, not all parents can afford these services. Therefore, it would be beneficial for the government to establish centres across Cape Town to cater to the needs of the schooling communities.